The Braille + Mobile Manager and Refreshable Braille Display 18

Braille + Mobile Manager Pic

Refreshable Braille Display Pic. This is the Braille display that will connect via bluetooth or usb to the Braille + or a Computer

Braille + Mobile Manager is a new APH note taker, which is available through Federal Quote Funding. Refreshable Braille Display is an excellent add-on for Braille +, or your computer, which aids in reading or editing your work. The Refreshable Braille Display is compatible with VoiceOver, Jaws and Window Eyes. Braille + is also an excellent tool for word processing, if you're using Grade 1 Braille and Computer Braille, which is also known as, Ascii Code.

I currently have three students, which are beginning to learn how to use both of these devices. Braille + comes with a USB Cable, an Ac-Adapter, a tactile-map of keys, a CD-Instructional and about 3 pages of instructions, in both, print and Braille. The instructions provided are vague, and they inform the user to visit a link to obtain more information about the device (basically the link tells you the same information). Braille + also has several built in tutorials, the narration is good, however, they are a bit confusing because they give commands for the mobile plus, and they assume the user will know how to change the commands on the Braille +.

Resources for Braille + Mobile Manager and Refreshable Braille Display Directions and Manuals

Teaching Resources for the APH Braille Plus and Refreshabraille 18
Braille + Mobile Manager Manual
Refreshabraille 18 User's Guide
American Printing House for the Blind (APH) Refreshabraille 18: Device keys for VoiceOver navigation
YouTube Videos by Students for Using the Braille +
Archive of Braille Plus Mobile Manager Webinar Now Availabl
Braille + Key Function Powerpoint
Intro Key Function Text List
NLS Books and Braille + Powerpoint
NLS Books and Braille + Text
YouTube APH Instructions
Freds Head Braille +
Braille + and Braille Powerpoint
Icon and Braille Plus User Guide

Links to get free audio books

13 Free Converters
Convert youtube video to Mp3 file
File Sharing Site - This site will allow you do locate audio books online that are available for free. You must create a free account
Demonoid Torrent File Sharing - This site you can download limited files without registering. Registration is free but limited. Opens on the 1st of the month. If you want a registration code email me and I will send you an open registration code.

Things I Like About Using the Braille +

• The Braille + is set up through a list of menus. Its simple to utilize the Apps button and the arrow keys to cycle though a list of your choices
• The Braille + will allow the user to download mp3 files directly through a internet connect, SD card, Computer connect, or USB. The mp3 files are useful as many audio books are available for download on this platform. The student is not limited to the Daisy Books. Many Daisy books are read with the electronic voice and student prefer a narrated book more like a play.
• The Braille + allows the user to input text in several forms view the 6 key Braille keys, numeric key display, as well as Enhanced Thumb Braille. The Enhanced Thumb Braille feature may prove to be an asset while instructing young students who lack the fine motor coordination to press multiple key at the same time to create a Braille letter/contraction.
• The web surfing features are easy as the user can tab through the links or select a link with the select key. The web features will also allow the user to filter information heard such as only listing the links and omitting the description.
• The Braille + and Refreshable Braille Display are seamless as input on either keyboard is read and input the same way. The student may choose to utilize the Braille keys as well as the numeric keypad for punctuation.
• Documents created are not automatically saved. The student must identify the source to save the file, give it a name, and define the format i.e. text, word, braille.
• The way in which the student utilized the menus and saves files is similar to how it would be done while using a laptop. Using the Braille + first would be a good reference for students while learning to use a computer.

Introducing the Braille + and Refreshable Braille Display to Blind and Low Vision Students

Currently I am teacher this devices to three students, a K student with low vision approximately 20/800, a 5th grader in a Life Skills classroom (Blind), and an 8th grader in a Life Skills classroom (Blind). All of the students using the Braille + are beginning Braille readers who know the alphabet, whole word contractions, and some grade two contractions. I chose this device primarily as a beginner note taker for these students because I was able to obtain it on Federal Quota with no cost to the districts. I completed the initial set up by setting the time, date, USB and bluetooth connections from the Braille + to the Refreshable Braille Display, added some mp3 songs, some mp3 books, and completed the first address listing for their parents emergency contact information. The students have been introduced to the Braille + following the outline below so far.

Outline

• Demonstration of the device and description of what it can do. The Braille + can play songs, read books, help you remember your address, record your thoughts, and help you write sentences.
• Demonstration of the Applications menu to locate the mp3 players and the library menu
• Turn on key tutorial: The students were all motivated to use the device because they liked to listen to music and audio books. Even though they were motivated to use the device the desire to touch every button and explore is overwhelming. After about 10 minutes of touching every button for about the first 10 minutes, they were able to repeat back several of the keys and their function name.
• We then practiced locating the Apps button. The mic provides a nice tactual marker on the right side. Students were instructed to locate the the mic (grid) and slide their finger over to locate the Apps button.
• After the Apps button is pressed a quick slide to the left will allow them to locate the arrow keys or the big diamond which is the term we use.
• The select button in the center of the diamond is call the yes thats what I want button. Using the select button as a markers they were able to quickly locate the down arrow to press it several times and listen for the music player and library menu.
• Since audio books are the most motivating we practiced locating the library menu. Apps button, down arrow 2x, and when the library option is announced we hit select or yes thats what I want.
• We reviewed the bookshelf and used the down arrow to listen to the preloaded book options. All of the students chose to listen to Horton Hears a Who.
• The space bar with start and stop the story.
• The x, cancel, or not that button is located and assessable above the space bar.
• The cancel button is pressed to end the book reading and remove it from the tasks running menu.
• The sequence for locating the book and listening to segments was repeated several times.

• Next we have used the Braille + to imitate a phone as the keys are set up the same way
• I activated the key tutorial function and asked the students tell me their phone number.
• We review the locate of the numbers on the key pad counting left to right and back much like tracking a line of Braille and locating the next line.
• The number 5 has a raised dot on it as a tactual marker as does a phone.
• Using the keypad students were instructed to dial their phone number
• Each student practiced several times to locate the correct numbers to dial their phone number
• The star key was used as a marker being the first key on the left and also the backspace key for correction.
• The number 1 key was also reinforced as it will function later as the period in writing.

• With Apps menu for locating the bookshelf in place and a good general knowledge of the number keypad, students have begun using a quicker method for accessing the bookshelf.
• They are able to press the Apps button, the number 3 for library, select for yes, and the last book read is played.
• Accessing the Music player was reviewed using the same method. As music player is spoken second in the Apps menu student can choose to press the down arrow 2x or the number two followed by yes/select button.
• I load new new songs and stories weekly so that students can practice listening to the menu options, and menu lists to determine what new has been added.

• The Braille keys 1-6 were introduced next in the tutorial mode
• This is a nice option for practicing letter formation. As younger users have difficulty using the manual Brailler due to the amount of preasure needed to push the keys as well as the skills needs for finger isolation.
• Pushing dots 1 and 4 will still create the affect as working in the wordprocessor as the Braille + will state the letter c.
• Students practiced the touch response to hit multiple keys simotaniously to create a desired letter
• This mode also gives good practice and feed back as holding the keys down to long will not produce the c c c c c c c c c affect.
• As the keys are not different tactually different I found that my students benefited when a piece of sticki wiki was placed on dots 1 and 4.
• Capital letters can not be formed by using dot 6. The user must hold shift key down and then press the dot configuration for the letter desired. The capital letter is spoken in a high pitch .

• After resetting the voice options to include speak character, word, some punuctuation, grade two options, and changing the response time to keys pressed the word pad was opened.
• Student were asked to type a word or a sentence and check the Refreshable Braille Display.
• Once the space bar is pressed the Braille + will speak the last word typed
• If the word is spoken or spelled incorrectly they were asked to locate the incorrect letter on the Braille display
• By sliding your finger down to find the nitch the student can move the cursor to the letter selected
• Dots 7 and 8 were briefly discussed as dots used to identify the cursor
• The backspace key was re introduced as the star key.
• Students performance in Brailling was in impacted by wheather the chose to use the Braille + keys or the refreshable braille display keys
• Follow up lesson with the 8th grade student have begun on how to read the current character, word, or line.

At this time this is as far as we have gotten. All students have been successful using the device and are able to independently access the music and library applications. Some instruction has begun on how to use the address book to locate their parents name, address, and phone number for emergency contact information. I am in the process of synicing the device to google talk to be utilized as a visual display for teachers.